Malott and Tillema and Glenn

Malott and Tillema and Glenn, Różne

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Richard Malott
Mary Tillema
Sigrid Glenn
J
t
International Standard Book Number
:
0-914-47420-0
Library of Congress Catalogue Card
Number: 78-380
©1978 BEHAVIORDELIA, INC.
PO Box 1044
Kalamazoo, MI 49005
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All rights reserved. No portion of this book
may be reproduced in any form without
permission from the publisher .
Printed and bound in the USA .
Credits
Cartoons by Michael Frazier
Cover Art by Daniel Hook
Composition by Susan Wiltse
Graphics by Sunshine Graphics
Mechanicals by Sharon Myers
Index by Rene' Rossman
SECTION 1 / Behavior Analysis 1
Chapter 1:
Chapter 2
:
Rewards and Aversive Stimuli
3
Basic Behavioral Procedures
- Reinforcement,
Punishment and Avoidance 25
Stopping Behavioral Procedures 57
Looking at Behavior in Terms of Its Effects
Chapter 3:
Chapter 4
:
75
Chapter 5:
Stimulus Control - Discrimination and
Generalization
99
Stimulus Control - Verbal Behavior
Chapter 6:
119
Stimulus Control
- Imitation
141
Chapter 7:
Chapter 8:
Rule-Controlled Behavior
165
SECTION 2 / Behavior Modification
195
Chapter 9
:
Issues to Consider before Starting Behavior
Modification Programs
197
General Issues in Modifying Behavior
Chapter 10:
Chapter 11 :
213
Some Basic Techniques of Modifying Behavior :
Sexist Behavior 225
Prerequisite Behaviors and Shaping 243
The Analysis and Modification of Abnormal Behavior :
Chapter 12:
Chapter 13:
Schizophrenic Behavior 271
Behavioral History and Task Analysis :
Chapter 14:
Poor Social Skills
291
Chapter 15
:
Behavior Rehearsal :
Improving Social Skills 303
Assertiveness Training 319
Chapter 17: Using Behavior Modification to Get Along with Others :
Chapter 16:
Love and Marriage 337
Humanistic Behaviorism and Phenomenology
Chapter 18:
355
Chapter 19: Ethical Issues in Behavior Modification:
Flattery vs. Reinforcement Based on Praise
377
Chapter 20: Proper Usage of the Basic Terminology
of Behavior Analysis
391
Conclusions 423
Bibliography
/
to the instructor
CONTENT
Examples
We drew many of our examples from everyday life, from events fam-
iliar to us all, events that may often puzzle us even though we've seen
them many times. Most readers find such everyday examples to be
rewarding because we're talking about them . Most readers also find
such everyday examples help them understand the points being taught
because they already understand the examples themselves . And most
readers find such everyday examples to be useful because they can
apply our analyses to other similar examples they meet in their nor-
mal lives.
But we've also drawn many of our examples from clinical cases
and other areas involving professional behavior modifiers
. Readers
find these professional examples rewarding, because such examples
often involve extreme cases of behavioral deviation, cases whose
causes and solutions are not, at first, clear. And readers find such
professional examples useful, because they help them understand the
role of the professional behavior modifier, either for future jobs for
themselves or simply as part of their general education .
Terminology
We've sometimes used new terms, in all cases adopting common sense
everyday language . We've used these new terms for three reasons
:
1
. The standard terms seemed a little awkward - for instance,
we use "cue" rather than "discriminative stimulus."
2. The standard terms often confused students - for instance,
we use "reward and aversive" rather than "positive and nega-
tive reinforcer."
3 . The standard terms did not exist -
for instance, we use
"conditional reward" for rewards that are effective only con-
ditional upon the presence of certain cues.
We think these new terms are more useful than the standard termi-
nology used in behavior analysis. And, our field-testing demonstrates
that they don't conflict with the standard terms. Neither students
nor teachers had any difficulty in moving from one set of terms to
the other.
Style
We've stressed three features of style in our book : readability, human
interest and equality of sexes .
1. Readability: We've tried to use short words and sentences,
words at an eleventh-grade reading level (unless otherwise ex-
plained).
2. Human interest
:
We've used first and second person pro-
nouns, contractions and informal language .
3
. Equality: We've used nondiscriminatory langauge, thus giving
everyone equal status regardless of his or her sex. We've
avoided the masculine, generic pronoun by using plural forms,
or "he" and "she" interchangeably.
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